The Classroom Behavior Report Card Resource Book

Classroom Behavior

Report Card

Resource Book

Jim Wright http://www.interventioncentral.org jim@jimwrightonline.com

About This Book…

The Classroom Behavior Report Card Resource Book contains ready-made forms that teachers can use to rate the behaviors of their students. It was updated in January 2003.

About the Author...

Jim Wright is a school psychologist who lives and works in Syracuse, NY. He has worked for the past several years as a program developer and trainer for the School-Based Intervention Team (SBIT) Project for the Syracuse City

School District. Jim has presented extensively to educators in the Syracuse area, across New York State, and in other parts of the country on effective school-based academic and behavioral interventions, Curriculum-Based

Measurement, and violence prevention. In November 2001, Jim was selected for the “Leadership in School Psychology” award by the New York State

Association of School Psychologists.

You can email Jim at jim@jimwrightonline.com.

Terms of Use…

This manual, The Classroom Behavior Report Card Resource Book, is protected under U.S.

Copyright and is available to educators in public schools for non-commercial use. This document is available solely firm the Intervention Central web site ( http://www.interventioncentral.org

).

Table of Contents

Table of Contents

Introduction ............................................2

Section 1: General Classroom Behaviors...................5

Section 2: Physical Aggression (Series I)...............15

Section 3: Physical Aggression (Series II)..............25

Section 4: Verbal Behaviors (Series I)..................35

Section 5: Verbal Behaviors (Series II).................45

Section 6: Inattentive / Hyperactive Behaviors..........55

Section 7: Socially Withdrawn Behaviors.................65

Section 8: School Work-Related Behaviors................75

Section 9: Teacher-Selected Behaviors...................85

Classroom Behavior Report Card Resource Book www.interventioncentral.org

Introduction Page 1

Introduction

The Purpose of This Resource Book.

The Classroom Behavior

Report Card Resource Book contains pre-formatted teacher and student behavior report cards, along with customized graphs, for common types of behavioral concerns in the classroom. It was designed to give teachers and other school professionals a convenient collection of forms for rating the behaviors of students in such areas of concern as physical aggression, inattention/hyperactivity, and verbal behaviors.

How to Select a Teacher Behavior Report Card.

Behavior Report

Cards are simple to use and can provide good information about student behaviors. When selecting a specific

Behavior Report Card, the instructor can get useful information each of the many pre-formatted cards in the Resource

Book by looking at the page header (see Figure 1).

Figure 1: Page Header Information

From left to right, the header indicates what class of behaviors the specific Report Card is designed to measure, who is to complete the card (teacher or student), how many times the card can be used (once for Daily cards, across a full week for Weekly cards), and the level of the card (Primary vs. Intermediate/Secondary).

Here are the steps to picking a Report Card

1.

The teacher selects one or more students in the classroom whose behavior they would like to track using a

Teacher Behavior Report Card.

2.

The teacher browses through the different behavioral 'sections' of the Resource Book and selects a preformatted Teacher Behavior Report Card that most closely matches the student behavioral concerns that they wish to measure. The major behavioral sections and their behaviors appear below:

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¡

¡

¡

¡

¡

¡

Section 1: General Classroom Behaviors

Section 2: Physical Aggression (Series I)

Section 3: Physical Aggression (Series II)

Section 4: Verbal Behaviors (Series I)

Section 5: Verbal Behaviors (Series II)

Section 6: Inattentive / Hyperactive Behaviors

Section 7: Socially Withdrawn Behaviors

¡

¡

Section 8: School Work-Related Behaviors

Section 9: Teacher-Selected Behaviors (Blank forms with behavior goals to be filled in by the teacher)

3.

The teacher decides on the response format to use: Primary Level or Intermediate/Secondary Level. Primary

Level cards have 'smiley faces' in addition to numbers in the response block, a format that teachers may prefer if they need to share their ratings with younger students. The top item in Figure 2 is an example of the Primary

Level response format. Intermediate/Secondary Level cards have a number response format, but lack the

'smiley faces'. The bottom item in Figure 2 shows a completed Intermediate/Secondary Level example.


Introduction Page 2

Figure 2: Different Response Formats

Primary Level Response Format

Intermediate/Secondary Level Response Format

4.

The teacher decides whether to use Daily or Weekly Report Cards . Daily cards can be used only once.

Weekly cards have blanks for teachers to write down their ratings across a full school week (see Figure 3).

Figure 3: Daily vs. Weekly Cards

Daily Report Card Weekly Report Card

Teachers may want to use the Daily card format as a convenient behavioral record to be sent home with the student for parents to review. If the teacher plans to keep the Behavior Report Card in the classroom, the

Weekly report format is a convenient format recording the student's behaviors across multiple school days.

5.

The teacher considers the option of having the student complete their own Behavior Report Card (Optional .

The Classroom Behavior Report Card Resource Book contains both teacher and student versions of all cards.

While use of student cards is optional, teachers may choose to assign these cards to students to use in a selfmonitoring program, in which the student rates their own behaviors each day. If teachers decide to use student behavior report cards, though, they should first identify and demonstrate for the student the behaviors that the


Introduction Page 3 student is to monitor and show the student how to complete the behavior report card. Since it is important that the student learn the teacher's behavioral expectations, the instructor should meet with the student daily, ask the student to rate their own behaviors, and then share with the student the teacher's ratings of those same behaviors. The teacher and student can use this time to discuss any discrepancies in rating between their two forms. (If report card ratings points are to be applied toward a student reward program, the teacher might consider allowing points earned on a particular card item to count toward a reward only if the student's ratings fall within a point of the teacher's, to encourage the student to be accurate in their ratings.) NOTE: Student cards differ from teacher cards in that some of the student items have been slightly reworded so that young readers can more readily understand them. Student cards at the Primary level also have a simplified, 3-item response format with 'smiley faces' that students in earlier grades will find easy to complete.

Completing a Teacher Behavior Report Card.

Behavior Report Cards can be good sources of teacher information about student behaviors. However, most of the behavioral goals contained in this manual's Report Cards are general in focus. When a teacher's ratings on Report Cards are based solely on subjective opinions, though, there is a danger that the teacher will apply inconsistent standards each day when rating student behaviors. This inconsistency in assessment can quickly undermine the usefulness of report card data. One suggestions that teachers can follow to make it more likely that their report card ratings are consistent and objective over time is to come up with specific guidelines for rating each behavioral goal. For example, one item in the Verbal Behaviors I Teacher Report Card states that "The student spoke respectfully and complied with adult requests without argument or complaint." It is up to the teacher to decide how to translate so general a goal into a rubric of specific, observable criteria that permits the teacher to rate the student on this item according to a 9-point scale. In developing such criteria, the instructor will want to consider: l l l taking into account student developmental considerations. For example, "Without argument or complaint" may mean "without throwing a tantrum" for a kindergarten student but mean "without loud, defiant talkingback" for a student in middle school. tying Report Card ratings to classroom behavioral norms.

For each behavioral goal, the teacher may want to think of what the typical classroom norm is for this behavior and assign to the classroom norm a specific number rating. The teacher may decide, for instance, that the target student will earn a rating of 7

('Usually/Always') each day that the student's compliance with adult requests closely matches that of the

'average' child in the classroom. developing numerical criteria when appropriate. For some items, the teacher may be able to translate certain more general Report Card goals into specific numeric ratings. An item on the School Work-Related Behaviors

Teacher Report Card, for example, indicates as a goal that "The student was prepared for class, with all necessary school materials (e.g., books, pencils, papers). " The teacher may decide that the student is eligible to earn a rating of 7 or higher on this item on days during which instructional staff had to approach the student about lack of preparation no more than once.

Charting Report Card Ratings.

Teacher Report Card ratings can be charted over time to provide a visual display of the student's progress toward behavioral goals. Each Report Card series in this manual has its own chart, which permits the teacher to graph student behavior across up to 4 school weeks.

Figure 4: Behavior Report Card Chart Example

As Figure 4 illustrates, the instructor simply fills in the bubble each day that matches the numerical rating that they


Introduction Page 4 assigned to the student for the specific behavioral goal. As multiple points are filled in on the graph, the instructor connects the points to create a time-series progress graph. When enough data points have been charted, the behavior graph can be used to judge the relative effectiveness of any strategies put in place to improve the student's behavior.


Section 1: General Classroom Behaviors Page 5

Section 1: General Classroom

Behaviors

Target Behaviors: l l l l

Has difficulty getting along with other students in the classroom.

Does not always complete classwork assignments.

May be non-compliant when asked to complete adult requests.

Is unfocused or inattentive during academic tasks.

Resources in This Section: l l l l l

Teacher Daily Report Card: Primary Level

Teacher Weekly Report Card: Primary Level

Teacher Daily Report Card: Intermediate/Secondary Level

Teacher Weekly Report Card: Intermediate/Secondary Level

Progress-Monitoring Graph

----------------------------l l l l

Student Daily Report Card: Primary Level

Student Weekly Report Card: Primary Level

Student Daily Report Card: Intermediate/Secondary Level

Student Weekly Report Card: Intermediate/Secondary Level


Section I: General Classroom Behaviors Teacher Daily Behavior Report Card Primary Level Page 6

Teacher Daily Behavior Report Card

Student:___________________ Date:__________________

Teacher: __________________ Classroom: _____________

Directions: Please rate the student each day on the behavioral items below:

The student got along with others while showing socially appropriate behaviors.

1 2 3 4 5 6 7 8 9

Never/Seldom Sometimes Usually/Always

The student completed class assignments on time, applying his/her best effort.

1 2 3 4 5 6 7 8 9


The student spoke respectfully and complied with adult requests without argument or complaint.

1 2 3 4 5 6 7 8 9


The student remained focused on the teacher or the assignment during class or work periods.

1 2 3 4 5 6 7 8 9



Section I: General Classroom Behaviors Teacher Weekly Behavior Report Card Primary Level Page 7

Teacher Weekly Behavior Report Card

Student:___________________ Date:__________________



Student Behavioral Goals

The student got along with others while showing socially appropriate

behaviors.

Mon Tues Wed Thurs Fri

1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9


The student spoke respectfully and complied with adult requests without

argument or complaint.

1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section I: General Classroom Behaviors Teacher Daily Behavior Report Card Intermediate/Secondary Level Page 8


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section I: General Classroom Behaviors Teacher Weekly Behavior Report Card Intermediate/Secondary Level Page 9


Student:___________________ Date:__________________




The student got along with others while showing socially

appropriate behaviors.


1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section I: General Classroom Behaviors Behavior Rating Report Card Monitoring Chart Page 10

Behavior Rating Report Card Monitoring Chart for __________________

Week of: _____ Week of: _____ Week of: _____ Week of: _____

Goal 1:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

M T W Th F M T W Th F M T W Th F M T W Th F

Goal 2:


9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom


Goal 3:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom


Goal 4:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom



Section I: General Classroom Behaviors Srudent Daily Behavior Report Card Primary Level Page 11

Student Daily Behavior Report Card

Student:___________________ Date:__________________



I got along with others while behaving in a friendly and appropriate way.

1 2 3


I completed class assignments on time, applying my best effort.

1 2 3


I spoke respectfully to adults and followed their requests without arguing or complaining.

1 2 3


I paid attention to my teacher or the assignment during class or work periods.

1 2 3



Section I: General Classroom Behaviors Srudent Weekly Behavior Report Card Primary Level Page 12

Student Weekly Behavior Report Card

Student:___________________ Date:__________________






1 2 3



1 2 3



1 2 3



1 2 3



Section I: General Classroom Behaviors Srudent Daily Behavior Report Card Intermediate/Secondary Level Page 13


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section I: General Classroom Behaviors Srudent Weekly Behavior Report Card Intermediate/Secondary Level Page 14


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 2: Physical Aggression I Page 15

Section 2: Physical Aggression

(Set I)


Bullies or is cruel toward other children.

Engages in rough, physical 'horse-play' when inappropriate.

Does not keep hands to self.

Threatens to hurt other students and/or staff members.







----------------------------l l l l






Section 2: Physical Aggression I Teacher Daily Behavior Report Card Primary Level Page 16


Student:___________________ Date:__________________



The student treated others appropriately, and did not bully, threaten, or intimidate them.

1 2 3 4 5 6 7 8 9


The student avoided engaging in rough, physical 'horse-play' with other students.

1 2 3 4 5 6 7 8 9


The student kept hands to him/herself, not touching classmates or their property without permission.

1 2 3 4 5 6 7 8 9


The student refrained from making physical threats against other students or staff members.

1 2 3 4 5 6 7 8 9



Section 2: Physical Aggression I Teacher Weekly Behavior Report Card Primary Level Page 17


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 2: Physical Aggression I Teacher Daily Behavior Report Card Intermediate/Secondary Level Page 18


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 2: Physical Aggression I Teacher Weekly Behavior Report Card Intermediate/Secondary Level Page 19


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 2: Physical Aggression I Behavior Rating Report Card Monitoring Chart Page 20



Goal 1:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom


Goal 2:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom


Goal 3:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom


Goal 4:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom



Section 2: Physical Aggression I Srudent Daily Behavior Report Card Primary Level Page 21


Student:___________________ Date:__________________



I treated others appropriately, and did not bully, threaten, or intimidate them.

1 2 3


I did not take part in rough, physical 'horse-play' with other students.

1 2 3


I kept my hands to myself, not touching classmates or their property without permission.

1 2 3


I refrained from making physical threats against other students or staff members.

1 2 3



Section 2: Physical Aggression I Srudent Weekly Behavior Report Card Primary Level Page 22


Student:___________________ Date:__________________






1 2 3



1 2 3



1 2 3



1 2 3



Section 2: Physical Aggression I Srudent Daily Behavior Report Card Intermediate/Secondary Level Page 23


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 2: Physical Aggression I Srudent Weekly Behavior Report Card Intermediate/Secondary Level Page 24


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 3: Physical Aggression II Page 25

Section 3: Physical Aggression

(Set II)


Destroys the property of others.

Has difficulty getting along with others.

Gets into physical fights with students.

Physically attacks adults and/or students.







----------------------------l l l l






Section 3: Physical Aggression II Teacher Daily Behavior Report Card Primary Level Page 26


Student:___________________ Date:__________________



The student treated the property of other students and adults with care and respect.

1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9


The student avoided getting involved in physical fights.

1 2 3 4 5 6 7 8 9


The student interacted with adults and classmates without threatening the physical safety of self or others.

1 2 3 4 5 6 7 8 9



Section 3: Physical Aggression II Teacher Weekly Behavior Report Card Primary Level Page 27


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 3: Physical Aggression II Teacher Daily Behavior Report Card Intermediate/Secondary Level Page 28


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 3: Physical Aggression II Teacher Weekly Behavior Report Card Intermediate/Secondary Level Page 29


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 3: Physical Aggression II Behavior Rating Report Card Monitoring Chart Page 30



Goal 1:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 2:


Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 3:


9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom


Goal 4:

The student interacted with adults and classmates without threatening the safety of self or others.

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom



Section 3: Physical Aggression II Student Daily Behavior Report Card Primary Level Page 31


Student:___________________ Date:__________________



I treated the property of other students and adults with care and respect.

1 2 3



1 2 3


I avoided getting involved in physical fights.

1 2 3


I got along well with adults and classmates without threatening the physical safety of myself or anyone else

1 2 3



Section 3: Physical Aggression II Student Weekly Behavior Report Card Primary Level Page 32


Student:___________________ Date:__________________






1 2 3



1 2 3



1 2 3



1 2 3



Section 3: Physical Aggression II Student Daily Behavior Report Card Intermediate/Secondary Level Page 33


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 3: Physical Aggression II Student Weekly Behavior Report Card Intermediate/Secondary Level Page 34


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 4: Verbal Behaviors I Page 35

Section 4: Verbal Behaviors (Set I)


Talks back to staff in a defiant manner.

Tells lies to students and/or staff.

Teases or mocks other students.

Blames others for own mistakes or actions.







----------------------------l l l l






Section 4: Verbal Behaviors I Teacher Daily Behavior Report Card Primary Level Page 36


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9


The student avoided saying things that were not true to classmates or adults.

1 2 3 4 5 6 7 8 9


The student was respectful of other students' feelings and avoided teasing them.

1 2 3 4 5 6 7 8 9


The student took responsibility for his/her own mistakes or misbehaviors and did not attempt to shift blame onto others.

1 2 3 4 5 6 7 8 9



Section 4: Verbal Behaviors I Teacher Weekly Behavior Report Card Primary Level Page 37


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 4: Verbal Behaviors I Teacher Daily Behavior Report Card Intermediate/Secondary Level Page 38


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 4: Verbal Behaviors I Teacher Weekly Behavior Report Card Intermediate/Secondary Level Page 39


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 4: Verbal Behaviors I Behavior Rating Report Card Monitoring Chart Page 40



Goal 1:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 2:


9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 3:


9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 4:

The student took responsibility for his/her own mistakes or misbehaviors.

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom



Section 4: Verbal Behaviors I Student Daily Behavior Report Card Primary Level Page 41


Student:___________________ Date:__________________




1 2 3


I told the truth to classmates or adults at all times.

1 2 3


I was respectful of other students' feelings and avoided teasing them.

1 2 3


I took responsibility for my own mistakes or misbehaviors and did not attempt to shift blame onto others.

1 2 3



Section 4: Verbal Behaviors I Student Weekly Behavior Report Card Primary Level Page 42


Student:___________________ Date:__________________






1 2 3



1 2 3



1 2 3



1 2 3



Section 4: Verbal Behaviors I Student Daily Behavior Report Card Intermediate/Secondary Level Page 43


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 4: Verbal Behaviors I Student Weekly Behavior Report Card Intermediate/Secondary Level Page 44


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 5: Verbal Behaviors II Page 45

Section 5: Verbal Behaviors (Set II)


Calls out or makes distracting noises in class.

Talks out of turn.

Swears or uses obscene language.

Interrupts others when they are speaking.







----------------------------l l l l






Section 5: Verbal Behaviors II Teacher Daily Behavior Report Card Primary Level Page 46


Student:___________________ Date:__________________



The student was quiet during work or study periods, and did not make noise or call out.

1 2 3 4 5 6 7 8 9


The student waited to be called on or given permission by the teacher before talking.

1 2 3 4 5 6 7 8 9


The student used only appropriate language in all settings, and did not swear.

1 2 3 4 5 6 7 8 9


The student waited his/her turn in discussions, and did not interrupt others.

1 2 3 4 5 6 7 8 9



Section 5: Verbal Behaviors II Teacher Weekly Behavior Report Card Primary Level Page 47


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9


The student waited to be called on or given permission to speak before talking.

1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 5: Verbal Behaviors II Teacher Daily Behavior Report Card Intermediate/Secondary Level Page 48


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 5: Verbal Behaviors II Teacher Weekly Behavior Report Card Intermediate/Secondary Level Page 49


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 5: Verbal Behaviors II Behavior Rating Report Card Monitoring Chart Page 50



Goal 1:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 2:


Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 3:


9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 4:


9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom



Section 5: Verbal Behaviors II Student Daily Behavior Report Card Primary Level Page 51


Student:___________________ Date:__________________



I was quiet during work or study periods, and did not make noise or call out.

1 2 3


I waited to be called on or given permission to speak before talking.

1 2 3


I used appropriate language in all settings, and did not swear.

1 2 3


I waited my turn when talking with others and did not interrupt them.

1 2 3



Section 5: Verbal Behaviors II Student Weekly Behavior Report Card Primary Level Page 52


Student:___________________ Date:__________________






1 2 3



1 2 3



1 2 3



1 2 3



Section 5: Verbal Behaviors II Student Daily Behavior Report Card Intermediate/Secondary Level Page 53


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 5: Verbal Behaviors II Student Weekly Behavior Report Card Intermediate/Secondary Level Page 54


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 6: Inattentive/Hyperactive Behaviors Page 55

Section 6: Inattentive/Hyperactive

Behaviors


Displays a short attention span in the classroom.

Acts impulsively or without thinking.

Fidgets or squirms in seat during class or independent work.

Forgets instructions or directions.







----------------------------l l l l






Section 6: Inattentive/Hyperactive Behaviors Teacher Daily Behavior Report Card Primary Level Page 56


Student:___________________ Date:__________________



The student focused attention on teacher instructions, classroom lessons and assigned work.

1 2 3 4 5 6 7 8 9


The student thought about the consequences of his/her actions before acting.

1 2 3 4 5 6 7 8 9


The student sat in class without fidgeting or squirming more than peers.

1 2 3 4 5 6 7 8 9


The student remembered academic instructions and directions without needing extra reminders.

1 2 3 4 5 6 7 8 9



Section 6: Inattentive/Hyperactive Behaviors Teacher Weekly Behavior Report Card Primary Level Page 57


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 6: Inattentive/Hyperactive Behaviors Teacher Daily Behavior Report Card Intermediate/Secondary Level Page 58


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 6: Inattentive/Hyperactive Behaviors Teacher Weekly Behavior Report Card Intermediate/Secondary Level Page 59


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 6: Inattentive/Hyperactive Behaviors Behavior Rating Report Card Monitoring Chart Page 60



Goal 1:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 2:


9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 3:


9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom


Goal 4:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom



Section 6: Inattentive/Hyperactive Behaviors Student Daily Behavior Report Card Primary Level Page 61


Student:___________________ Date:__________________



I was able to pay attention to teacher instructions, classroom lessons and assigned work.

1 2 3


I took time to think about the consequences of my actions before acting.

1 2 3


I sat in class without fidgeting or moving around too much.

1 2 3


I remembered academic instructions and directions without needing extra reminders.

1 2 3



Section 6: Inattentive/Hyperactive Behaviors Student Weekly Behavior Report Card Primary Level Page 62


Student:___________________ Date:__________________






1 2 3



1 2 3



1 2 3



1 2 3



Section 6: Inattentive/Hyperactive Behaviors Student Daily Behavior Report Card Intermediate/Secondary Level Page 63


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 6: Inattentive/Hyperactive Behaviors Student Weekly Behavior Report Card Intermediate/Secondary Level Page 64


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 7: Socially Withdrawn Behaviors Page 65

Section 7: Socially Withdrawn

Behaviors


Clings to or is overly dependent on adults.

Fears going to school.

Is socially withdrawn, spending play- or free-time alone.

Is teased or bullied by other children.







----------------------------l l l l






Section 7: Socially Withdrawn Behaviors Teacher Daily Behavior Report Card Primary Level Page 66


Student:___________________ Date:__________________



The student showed appropriate independence in the classroom and did not cling to adults.

1 2 3 4 5 6 7 8 9


The student appeared relaxed, with little sign of anxiety/fear at being in school.

1 2 3 4 5 6 7 8 9


The student was spontaneously included by peers in group work/play situations.

1 2 3 4 5 6 7 8 9


The student's interactions with peers were friendly or neutral, without him/her being bullied or teased.

1 2 3 4 5 6 7 8 9



Section 7: Socially Withdrawn Behaviors Teacher Weekly Behavior Report Card Primary Level Page 67


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 7: Socially Withdrawn Behaviors Teacher Daily Behavior Report Card Intermediate/Secondary Level Page 68


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 7: Socially Withdrawn Behaviors Teacher Weekly Behavior Report Card Intermediate/Secondary Level Page 69


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 7: Socially Withdrawn Behaviors Behavior Rating Report Card Monitoring Chart Page 70



Goal 1:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 2:


Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 3:


9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom


Goal 4:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom



Section 7: Socially Withdrawn Behaviors Student Daily Behavior Report Card Primary Level Page 71


Student:___________________ Date:__________________



I was able to get along with students and do my work without a lot of help from the teacher.

1 2 3


I felt relaxed in the classroom, and was not anxious or nervous about school.

1 2 3


Other students invited me to join them in work groups or play groups.

1 2 3


Other students were nice to me and did not bully me, pick on me, or tease me.

1 2 3



Section 7: Socially Withdrawn Behaviors Student Weekly Behavior Report Card Primary Level Page 72


Student:___________________ Date:__________________






1 2 3



1 2 3



1 2 3



1 2 3



Section 7: Socially Withdrawn Behaviors Student Daily Behavior Report Card Intermediate/Secondary Level Page 73


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 7: Socially Withdrawn Behaviors Student Weekly Behavior Report Card Intermediate/Secondary Level Page 74


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 8: School Work Related Behaviors Page 75

Section 8: School Work-Related

Behaviors


Is unmotivated to apply effort on schoolwork.

Makes careless errors on assignments.

Fails to complete assigned classwork/homework.

Is unprepared for class (i.e., lacking work materials).







----------------------------l l l l






Section 8: School Work-Related Behaviors Teacher Daily Behavior Report Card Primary Level Page 76


Student:___________________ Date:__________________



The student was motivated to work on class assignments/projects.

1 2 3 4 5 6 7 8 9


The student took care with school assignments, avoiding careless errors.

1 2 3 4 5 6 7 8 9


The student completed assigned classwork and homework.

1 2 3 4 5 6 7 8 9

None/Very Little Some Most/All

The student was prepared for class, with all necessary school materials (e.g., books, pencils, papers).

1 2 3 4 5 6 7 8 9



Section 8: School Work-Related Behaviors Teacher Weekly Behavior Report Card Primary Level Page 77


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9


The student was prepared for class, with all necessary school materials

(e.g., books, pencils, papers).

1 2 3 4 5 6 7 8 9



Section 8: School Work-Related Behaviors Teacher Daily Behavior Report Card Intermediate/Secondary Level Page 78


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 8: School Work-Related Behaviors Teacher Weekly Behavior Report Card Intermediate/Secondary Level Page 79


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9


The student was prepared for class, with all necessary school materials

(e.g., books, pencils, papers).

1 2 3 4 5 6 7 8 9



Section 8: School Work-Related Behaviors Behavior Rating Report Card Monitoring Chart Page 80



Goal 1:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 2:


9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1


Goal 3:


9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom

Most/All

Some

None/Very Little

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Most/All

Some

None/Very Little


Goal 4:


Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom



Section 8: School Work-Related Behaviors Student Daily Behavior Report Card Primary Level Page 81


Student:___________________ Date:__________________



I worked hard and did my best on all class assignments/projects.

1 2 3


I worked carefully on school assignments, avoiding careless errors.

1 2 3


I finished and turned in all my classwork and homework assignments.

1 2 3


I was prepared for class, with all necessary materials (e.g., books,paper).

1 2 3



Section 8: School Work-Related Behaviors Student Weekly Behavior Report Card Primary Level Page 82


Student:___________________ Date:__________________






1 2 3



1 2 3



1 2 3



1 2 3



Section 8: School Work-Related Behaviors Student Daily Behavior Report Card Intermediate/Secondary Level Page 83


Student:___________________ Date:__________________




1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 8: School Work-Related Behaviors Student Weekly Behavior Report Card Intermediate/Secondary Level Page 84


Student:___________________ Date:__________________






1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



1 2 3 4 5 6 7 8 9



Section 9: Teacher-Selected Behaviors Page 85

Section 9: Teacher-Selected

Behaviors


First Teacher-Selected

Behavior

Second Teacher-Selected Behavior.

Third Teacher-Selected Behavior.

Fourth Teacher-Selected Behavior.







----------------------------l l l l






Section 9: Teacher-Selected Behaviors Teacher Daily Behavior Report Card Primary Level Page 86


Student:___________________ Date:__________________



Behavior Goal 1: ___________________________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 2: ___________________________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 3: ___________________________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 4: ___________________________________________________________________

1 2 3 4 5 6 7 8 9



Section 9: Teacher-Selected Behaviors Teacher Weekly Behavior Report Card Primary Level Page 87


Student:___________________ Date:__________________




Behavior Goal 1: __________________________________________________


1 2 3 4 5 6 7 8 9


Behavior Goal 2: __________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 3: _________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 4: _________________________________________________

1 2 3 4 5 6 7 8 9



Section 9: Teacher-Selected Behaviors Teacher Daily Behavior Report Card Intermediate/Secondary Level Page 88


Student:___________________ Date:__________________



Behavior Goal 1: ___________________________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 2: ___________________________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 3: ___________________________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 4: ___________________________________________________________________

1 2 3 4 5 6 7 8 9



Section 9: Teacher-Selected Behaviors Teacher Weekly Behavior Report Card Intermediate/Secondary Level Page 89


Student:___________________ Date:__________________




Behavior Goal 1: _________________________________________________


1 2 3 4 5 6 7 8 9


Behavior Goal 2: __________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 3: _________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 4: _________________________________________________

1 2 3 4 5 6 7 8 9



Section 9: Teacher-Selected Behaviors Behavior Rating Report Card Monitoring Chart Page 90



Behavior Goal 1: _______________________________________________________________________

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom


Behavior Goal 2: ________________________________________________________________________

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom


Behavior Goal 3: _______________________________________________________________________

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom


Behavior Goal 4: ________________________________________________________________________

Usually/Always

Sometimes

Never/Seldom

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

9

8

7

6

5

4

3

2

1

Usually/Always

Sometimes

Never/Seldom



Section 9: Teacher-Selected Behaviors Srudent Daily Behavior Report Card Primary Level Page 91


Student:___________________ Date:__________________



Behavior Goal 1: I__________________________________________________________________

1 2 3


Behavior Goal 2: I__________________________________________________________________

1 2 3


Behavior Goal 3: I__________________________________________________________________

1 2 3


Behavior Goal 4: I__________________________________________________________________

1 2 3



Section 9: Teacher-Selected Behaviors Srudent Weekly Behavior Report Card Primary Level Page 92


Student:___________________ Date:__________________




Behavior Goal 1: _________________________________________________


1 2 3


Behavior Goal 2: _________________________________________________

1 2 3


Behavior Goal 3: _________________________________________________

1 2 3


Behavior Goal 4: _________________________________________________

1 2 3



Section 9: Teacher-Selected Behaviors Srudent Daily Behavior Report Card Intermediate/Secondary Level Page 93


Student:___________________ Date:__________________



Behavior Goal 1: I__________________________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 2: I__________________________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 3: I__________________________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 4: I__________________________________________________________________

1 2 3 4 5 6 7 8 9



Section 9: Teacher-Selected Behaviors Srudent Weekly Behavior Report Card Intermediate/Secondary Level Page 94


Student:___________________ Date:__________________




Behavior Goal 1: _________________________________________________


1 2 3 4 5 6 7 8 9


Behavior Goal 2: _________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 3: _________________________________________________

1 2 3 4 5 6 7 8 9


Behavior Goal 4: _________________________________________________

1 2 3 4 5 6 7 8 9



The Classroom Behavior Report Card Resource Book

Classroom Behavior

Report Card

Resource Book

Jim Wright http://www.interventioncentral.org jim@jimwrightonline.com

About This Book…

The Classroom Behavior Report Card Resource Book contains ready-made forms that teachers can use to rate the behaviors of their students. It was updated in January 2003.

About the Author...

Jim Wright is a school psychologist who lives and works in Syracuse, NY. He has worked for the past several years as a program developer and trainer for the School-Based Intervention Team (SBIT) Project for the Syracuse City

School District. Jim has presented extensively to educators in the Syracuse area, across New York State, and in other parts of the country on effective school-based academic and behavioral interventions, Curriculum-Based

Measurement, and violence prevention. In November 2001, Jim was selected for the “Leadership in School Psychology” award by the New York State

Association of School Psychologists.

You can email Jim at jim@jimwrightonline.com.

Terms of Use…

This manual, The Classroom Behavior Report Card Resource Book, is protected under U.S.

Copyright and is available to educators in public schools for non-commercial use. This document is available solely firm the Intervention Central web site ( http://www.interventioncentral.org

).

Table of Contents

The student got along with others while showing socially appropriate behaviors.

The student completed class assignments on time, applying his/her best effort.

The student spoke respectfully and complied with adult requests without argument or complaint.

The student remained focused on the teacher or the assignment during class or work periods.

The student treated others appropriately, and did not bully, threaten, or intimidate them.

The student avoided engaging in rough, physical 'horse-play' with other students.

The student kept hands to him/herself, not touching classmates or their property without permission.

The student refrained from making physical threats against other students or staff members.

The student treated the property of other students and adults with care and respect.

The student got along with others while showing socially appropriate behaviors.

The student avoided getting involved in physical fights.

The student interacted with adults and classmates without threatening the safety of self or others.

The student spoke respectfully and complied with adult requests without argument or complaint.

The student avoided saying things that were not true to classmates or adults.

The student was respectful of other students' feelings and avoided teasing them.

The student took responsibility for his/her own mistakes or misbehaviors.

The student was quiet during work or study periods, and did not make noise or call out.

The student waited to be called on or given permission to speak before talking.

The student used only appropriate language in all settings, and did not swear.

The student waited his/her turn in discussions, and did not interrupt others.

The student focused attention on teacher instructions, classroom lessons and assigned work.

The student thought about the consequences of his/her actions before acting.

The student sat in class without fidgeting or squirming more than peers.

The student remembered academic instructions and directions without needing extra reminders.

The student showed appropriate independence in the classroom and did not cling to adults.

The student appeared relaxed, with little sign of anxiety/fear at being in school.

The student was spontaneously included by peers in group work/play situations.

The student's interactions with peers were friendly or neutral, without him/her being bullied or teased.

The student was motivated to work on class assignments/projects.

The student took care with school assignments, avoiding careless errors.

The student completed assigned classwork and homework.

The student was prepared for class, with all necessary school materials (e.g., books, pencils, papers).

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